Activity Overview
A 5 Ws analysis allows students to dig into historical events and time periods with the help of a graphic organizer. In this activity, students will highlight the 5 Ws of the Canadian fur trade. Teachers may also ask students to add a 6th cell for "how", though it's not required. Below are some sample questions students may answer.
- What was the fur trade?
- Who was involved?
- When did it occur?
- Where did it occur?
- Why did it start?
- How did it impact North America?
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a spider map that highlights the who, what, when, where, why, and how of the Fur Trade.
Student Instructions:
- Click “Start Assignment”.
- For each cell, answer the question with a 1-3 sentence description.
- Create an illustration that represents each answer using appropriate scenes, characters, and items.
Requirements: Answer 5-6 questions about the Fur Trade and include appropriate illustrations for each.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 10 Points | Emerging 6 Points | Needs Improvement 1 Points | |
|---|---|---|---|
| Description | The description is detailed and accurately answers the questions Who, What, When, Where, Why and How; clearly demonstrating student's thorough understanding. | The description is somewhat detailed and mostly answers the questions Who, What, When, Where, Why and How; demonstrating student's basic understanding. | The description is incomplete and does not answer the questions Who, What, When, Where, Why and How. |
| Artistic Depictions | The art chosen to depict the illustrations such as scenes, characters and items, are appropriate to the topic. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative. | The art chosen to depict the illustrations such as scenes, characters and items, are mostly accurate, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations. | The art chosen to depict the illustrations such as scenes, characters and items, are too limited or incomplete. |
| English Conventions | Ideas are organized. There are few or no grammatical, mechanical, or spelling errors. | Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors. | Storyboard text is difficult to understand. |
Activity Overview
A 5 Ws analysis allows students to dig into historical events and time periods with the help of a graphic organizer. In this activity, students will highlight the 5 Ws of the Canadian fur trade. Teachers may also ask students to add a 6th cell for "how", though it's not required. Below are some sample questions students may answer.
- What was the fur trade?
- Who was involved?
- When did it occur?
- Where did it occur?
- Why did it start?
- How did it impact North America?
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a spider map that highlights the who, what, when, where, why, and how of the Fur Trade.
Student Instructions:
- Click “Start Assignment”.
- For each cell, answer the question with a 1-3 sentence description.
- Create an illustration that represents each answer using appropriate scenes, characters, and items.
Requirements: Answer 5-6 questions about the Fur Trade and include appropriate illustrations for each.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 10 Points | Emerging 6 Points | Needs Improvement 1 Points | |
|---|---|---|---|
| Description | The description is detailed and accurately answers the questions Who, What, When, Where, Why and How; clearly demonstrating student's thorough understanding. | The description is somewhat detailed and mostly answers the questions Who, What, When, Where, Why and How; demonstrating student's basic understanding. | The description is incomplete and does not answer the questions Who, What, When, Where, Why and How. |
| Artistic Depictions | The art chosen to depict the illustrations such as scenes, characters and items, are appropriate to the topic. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative. | The art chosen to depict the illustrations such as scenes, characters and items, are mostly accurate, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations. | The art chosen to depict the illustrations such as scenes, characters and items, are too limited or incomplete. |
| English Conventions | Ideas are organized. There are few or no grammatical, mechanical, or spelling errors. | Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors. | Storyboard text is difficult to understand. |
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